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| Teaching Behavior Analysis Skills to Staff and Graduate Students: Advances and Future Directions |
| Monday, May 30, 2022 |
| 10:00 AM–10:50 AM |
| Meeting Level 2; Room 203 |
| Area: TBA; Domain: Applied Research |
| Chair: Tina Sidener (Caldwell University) |
| CE Instructor: Tina Sidener, Ph.D. |
| Abstract: This symposium will include three data-based presentations on teaching behavior analysis skills to staff and graduate students. All trainings were implemented remotely. The first study evaluated the effects of training teachers using video modeling with voiceover instruction to use a data collection procedure called PLACHECK in a simulated virtual classroom. Results demonstrated that the intervention was effective, efficient, and socially valid. The second study evaluated the effects of remote, asynchronous training of a clinical decision-making model on accurate visual analysis of graphs in special education staff who implement behavior change protocols. Participants were taught to continue intervention, discontinue intervention, modify intervention, and decide intervention was complete, and correct responding on training and generalization quizzes increased over pretest levels for all participants. The third study replicated and extended previous research by evaluating positive-corrective-positive (sandwich) and corrective-positive-positive feedback sequences on acquisition of data collection and reliability calculations of paraprofessionals and graduate students. Both feedback sequences increased performance across tasks for all participants; these levels continued during maintenance probes. Preference for sequences varied across participants. |
| Instruction Level: Basic |
| Keyword(s): data collection, remote, staff training, visual analysis |
| Target Audience: BCBAs |
| Learning Objectives: At the conclusion of the presentation, participants will be able to:
(1) Describe how to train teachers remotely to use PLACHECK.
(2) Describe how to train special education staff to visually analyze graphs using asynchronous, remote procedures.
(3) Describe how different feedback sequences can be used to train behavior analysis skills. |
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The Effects of Video Modeling With Voiceover Instruction Delivered Remotely on Teaching Educators to Use PLACHECK Data Collection Procedures |
| BETH KLEMP POLLATZ (The Chicago School of Professional Psychology), Jaime DeQuinzio (Alpine Learning Group &The Chicago School of Professional Psychology ), Amanda C. Philp (The Chicago School of Professional Psychology ) |
| Abstract: Continuing education is an ongoing requirement for many professions, including teachers and educators. Remote trainings are a convenient avenue for filling this requirement. However, more research is needed to understand the effectiveness of remote training on skill acquisition of data collection procedures by educators working with children with special needs. Video modeling with voiceover instruction has been used successfully to train staff to deliver discrete trial instruction, most-to-least prompting, and perform stimulus preference assessments, and it may be cost-effective for schools to use. The present study evaluated the effects of training teachers by using video modeling with voiceover instruction delivered remotely to use a data collection procedure called PLACHECK in a simulated virtual classroom. Results demonstrated that the intervention was a training modality that allowed for efficient use of teacher’s time and suggested that video modeling with voiceover instruction through a remote learning platform is a modality teachers find enjoyable and applicable to their learning needs. |
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| Remote Teaching of School Staff to Conduct Visual Analysis of Graphs Using a Clinical Decision-Making Model: A Replication and Extension Study |
| SANDRA ODOHERTY (The Chicago School of Professional Psychology), Jaime DeQuinzio (Alpine Learning Group &The Chicago School of Professional Psychology ), Kelly K McElrath (The Chicago School of Professional Psychology) |
| Abstract: Visual analysis of graphical data is the foundation of behavioral practice and the basis to making data-driven decisions. While education workers routinely implement behavioral interventions, they are not often trained to interpret data. The study used a delayed multiple-probe design across participants to evaluate the effects of remote, asynchronous training of a clinical decision-making model on accurate visual analysis of graphs in special education staff who implement
behavior change protocols. Participants were taught to make intervention decisions (i.e., continue intervention, discontinue intervention, modify intervention, and intervention is complete) by visual analysis of graphs. Percentage of correct responding on quizzes testing accurate decision making was measured. Correct responding on the training and generalization quizzes increased over pretest levels for all participants. The effectiveness of the clinical decision-making model and its implications are discussed. |
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A Comparison of Feedback Sequences to Teach Behavior Analytic Skills Remotely |
| Marissa Chizmadia (Caldwell University), Tina Sidener (Caldwell University), Allison Parker (Caldwell University), Sharon A. Reeve (Caldwell University), Jason C. Vladescu (Caldwell University), RACHEL THOMAS (Caldwell University), Toni Rose Agana (Caldwell University) |
| Abstract: A common way to provide feedback is the feedback sandwich. While there are multiple studies that have investigated the effectiveness of the feedback sandwich there is still skepticism about the effects of feedback upon actual work performance. Previous research has sometimes found a corrective-positive-positive feedback sequence to be more effective (i.e., Henley & DiGennaro Reed, 2015) and more preferred by participants (e.g., Slowaski & Lakowake, 2017) than positive-corrective-positive sequence. The current study replicated and extended previous research by comparing the effects of these feedback sequences on teaching paraprofessionals and graduate students data collection and reliability calculation procedures. Both feedback sequences increased performance across tasks for all participants; these levels continued during maintenance probes. Preference for sequences varied across participants. |
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